Title: Where Should I Go This Summer? Collaborators: Ann Thompson, Dave Braet, Brandon Morton, Julie Weeda, Rachel Graham, Jenny Redd, Carrie Dirksen Grade level: elementary (K-6) Recommended Time Frame: 1 month (20-40 contact hours) Content areas:
Summarize the theme for this project. Why do this project? In this unit, students will learn about a foreign country as a “World Travel Agent” and will create a persuasive presentation in order to sign up potential travelers.Students will conduct research on their country choosing any three of the following topics: the land, people, economy, government, cultural life, history, and other fun facts.As they are gathering their research they will keep digital notes about the important information they find.Student will also converse, via blogs, with other travel agents about that country to share and gather even more information. Next, students will create an expense sheet defining the travel costs for a three to five day trip to that country, which would include transportation to and within the country, food, lodging and attractions/entertainment.Finally, students will create a written report and PowerPoint presentation to draw in potential travelers to their country. At the end they will celebrate with a "World Travel Fair," presenting all of their materials and artifacts to students, parents and teachers to entice them to travel to their country.
This unit is designed to enhance student’s learning in reading, math, and social studies through the use of technology.Throughout this project students will complete work in Microsoft Word, Excel, PowerPoint, the Internet, and Internet Blogging.
Identify the content standards that students will learn in this project (two to three per subject). Waukee Standards Reading & Language Arts
Craft the Driving Question:
Does travel really broaden the mind?
Plan the Assessment:
Plan the Assessment
Step 1: Define the products for the project. What will you assess?
Early in the Project: Travel Agent Checklist As students begin working on this lengthy project, they will be given a Travel Agent Checklist.This checklist will be their guide as they move through the project.It will inform them on proper source citation (what elements are necessary and from what sources), due dates for the various project activities, and provide a place for them to mark off as they complete work in each area.
During the students find and record resources portion of the project the teacher will be collecting the students country information and fact sheets after each class period to check their progress and provide feedback on their information and progress for the project.
Teacher Observation At the beginning of the project, the students will be observed by the teacher as they find and record their resources and work on their digital notes.The teacher will be observing to ensure the students are using proper source citation and paraphrasing practices.The teacher will also be observing the groups and how well they work together to find and record their information.The teacher (within the building and the teacher in charge of the blog) will also be observing the groups’ blog entries to make sure they are credible, respectful, and informative.
During the Project:
Excel Travel Plan, Word Poster, and PowerPoint Checklist/Assessment When the students start each of these three parts of the project they will be given a checklist that will guide them through the requirements needed for each of these parts.With the aide of this checklist students will have a detailed listing of their required elements and they will be able to check each item off on the checklist as they complete that piece.When students turn the checklist in at the end of the period the teacher will be able to check their progress (assessment) and provide feedback. Some items will be required for a grade while others will be highly suggested items needed to make the project look more complete. Additionally, during the peer edit portion of this project piece, the peer reviewer will also use this checklist as a guide to assessing their peer’s work. Self and Peer Evaluation Students will be given time at middle of the project to evaluate themselves and their partner based on their work ethics throughout the project. They will be assessed on 5 different qualities related to their team work to better help them and us see how everything is going at the start and middle of the project. As teachers we want to make sure these groups are working well together, because if they are not then something needs to be adapted to and altered to help them finish the project on a positive note.
End of the Project:
Country Final Assessment Rubric At the end of the project the student groups will be assessed using a summative rubric pertaining to a plethora of activities that they will have completed throughout the project. They will be assessed on: PBS classroom expectations and work ethic, notes and information gathered, the PowerPoint slideshow, Word poster, their presentation and artifacts, and group teamwork.
Self-Reflection Students will given time to reflect over their progress by themselves, with their partner and throughout the project. This will allow them and us to better understand how the process of the project went and to see what areas we need to improve to help keep kids excited for next years class wanting to work on the project. Step 2: State the criteria for exemplary performance for each product: Product: Teacher Observation
Criteria: Team collaborates Team equally shares work Team respects each other Team works responsibly Team stays on task Stays positive each day Blog posts are informative Blog posts contain credible information Blog posts are written respectfully
Product:Excel Travel Plan Checklist/Assessment Criteria: My travel plan is for a minimum of 3 days in my country and no more than 5 days.(1 point) I have included the following information in my travel plan for each day (12 points total): I have included how I plan to get to my country and back home (airfare). (1 point) I have included where I plan to stay and how much it will cost each day (lodging). (3 points) I have included at least one restaurant where I would like to eat and approximate cost to eat there (if possible) for each day. (3 points) I have included which attraction/entertainment/activity I would like to do each day and the cost. (3 points) I have budgeted for unexpected expenses, such as bus fare, taxi, breakfast and lunch prices, and souvenirs. (2 points) I have printed the itinerary for my airfare to and from my country. (1 point)
I have included the URLs or website addresses with where I found my information for my travel plan (1 point). I have set up formulas to total each day’s expenses for my travel plan. (1 point) I have a set up a formula to total the entire trip’s expenses. (1 point) I have set up formulas to total the different categories where my money was dispersed (transportation, lodging, food, activity, and unexpected expenses). (1 point) I have made a pie chart and a bar graph showing how my money was dispersed through the different categories for the whole trip (transportation, lodging, food, activity and unexpected expenses (2 points).
Product:PowerPoint Group Checklist/Assessement (All) Criteria: The words on the slides are easy to read and incorporate 2 different fonts and 2 different colors. 2 point The background does not compete with the text or graphics. 1 point The slides flow together when you move from one slide to the next. The transitions do not distract or bore the user.1 point Spell Check was used to check for spelling and grammar errors.1 point I used at least 5 art or animations from the Internet & from PPT clip art.2 points I used media in accordance with copyright.2 points I made a storyboard to organize my ideas included in the PPT in a logical order.1 point I included at least 5 slides to support my 1 main topic (my country) and 3 subtopics (Land, People, Cultural Life, History, Government, Economy).6 points I included a meaningful title slide with authors and 1 picture.1 point I included a Bibliography or Resources Used slide.1 point I have put the information in my own words.2 points I used feedback from peers to refine my topic, subtopics, and details.1 point I used at least one electronic resource (Internet).1 point I used at least one print resource (textbooks, books, magazines, newspapers).1 point I used at least one reference material (dictionary, thesaurus, encyclopedia).1 point I cited my resources, following copyright.1 point
Product: Word Poster Checklist/Assessment (Brandon)
Criteria:
Text areas and graphic areas are balanced (2 points). The words on the slides are easy to read (1 point). The words on the slides are spelled correctly (1 point). The graphics on the slides are easy to see (1 point). The colors and patterns on my slides look good together (1 point). I used at least 3 art or clip art from the Internet & from Word (2 points). The media I chose is related to the content of the presentation (1 point). Media is balanced appropriately with text (1 point). I used feedback from others to refine my topic, subtopic, & details(1 point). Ideas are written in my own words(2 points). My details give the reader important information(1 point). I used a lot of descriptive words (adjectives and adverbs) (1 point). The poster enhances my PowerPoint information and presentation (1 point). Product:Country Final Assessment Rubric (Julie/Carrie)
Category
Secure (7-10 points)
PBS Classroom Procedures & Work Ethic
The student demonstrated all 4 PBS classroom expectations and exhibited exceptional effort throughout the project.
Notes
Student notes provide adequate information and to inform the student.Notes provide enough detail to allow the student to conclude major main ideas and accompanying supporting details for their written report and PPT presentation on 3 major topics.
Information Gathered
Map the Project:
Map the Project
Pre-teaching (4 class periods before project starts if possible) Pre-teaching skills include locating credible Internet sites, World Book/World Book online/library researching materials, blogging, and digital note taking.
Day 1
Launch project, materials and artifacts –show examples of everything
Day 2
Allow student groups to select countries –introduce blog and its responsibilities
Day 3
Students will research in the library, start digital notes, and blog their information at the end of class
Day 4
Students will keep researching using books, Internet resources, digital notes, and blogging
Day 5
Students will keep researching using books, Internet resources, digital notes, and blogging
Day 6
Last day to research, put notes in Word, and blog – students may start Excel Spreadsheet if they are finished
Day 7
Start Excel spreadsheet
Day 8
Spreadsheet work
Day 9
Spreadsheet work
Day 10
Spreadsheet work – students may start PPT storyboard if finished
Day 11
Everyone start PPT Storyboard-(Homework)
Day 12
Storyboard approved –Quick re-teaching of PPT and allow students to start PPT creations
Day 13
Keep working on PPT portion of project with inserting information and facts
Day 14
Keep working on PPT portion of project with inserting information, facts, and clipart
Day 15
Keep working on PPT portion of project –if finished may start Microsoft Word Poster
Day 16
Finish PPT portion of project –Everyone working on Microsoft Word Poster
Day 17
Keep working on Microsoft Word Poster
Day 18
Finish Microsoft Word Poster
Days 19 & 20
Final Presentations with all artifacts
PowerPoint Presentation Creation (Julie)
1. Digital Note Taking in MicrosoftWord
X
2. Using Credible Sources
X
3. Online/Electronic Encyclopedias
Manage the Process:
List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. The students will be working in groups that are created based off of two factors: social needs and learning needs.Social students were paired with nonsocial students so they would be able to help each other and really help the nonsocial students to vocalize more.Low-level technology students were paired with high-level technology students so again they would be able to help each other and force the low-level students to take leadership.The high-level students are also high in other subject areas so this will allow the special-needs, ESL and diverse learning students to be assisted first by their partners.The teacher is their next source of assistance, which is greatly enhanced since students are working in groups instead of individually, so the teacher is able to focus more time with more students that need assistance. With this project the students are provided with an abundance of resources to research, which includes books and websites so this allows those ESL, special-needs, and diverse learning students to filter through the resources and find ones that suit their needs. This also allows them to take those materials to their appropriate teachers who can further help assist in their learning for the project outside of computer class time.Differentiating instruction in this capacity will allow these ESL, special-needs, and diverse learning students to stay at pace with other students completing the project.
When the students are finished with researching and are starting the PowerPoint part of the project both teacher-centered instruction and student-centered instruction will be provided to allow ESL, special-needs and diverse learning students to better adapt their needs.With teacher-centered instruction the students will learn how different parts of PowerPoint work from their teacher showcasing the information.With student-centered instruction the students will be provided with interactive videos that allow them to use audio and visual learning to see what extra items might better assist in their PowerPoint presentation.The students will then have time to explore PowerPoint on their own, learning extra items that might better assist in their PowerPoint presentation that they did not learn from their teacher or from the videos.Audio learning is provided, visual learning is provided and hands-on learning is provided.Using teacher-centered instruction and student-centered instruction allows all students with diverse learning styles to better understand PowerPoint.
Where Should I Go This Summer?
Project Details
Title: Where Should I Go This Summer?Collaborators: Ann Thompson, Dave Braet, Brandon Morton, Julie Weeda, Rachel Graham, Jenny Redd, Carrie Dirksen
Grade level: elementary (K-6)
Recommended Time Frame: 1 month (20-40 contact hours)
Content areas:
- economics
- geography
- oral presentation/speech
- technology
- writing
Keywords:Web Resources
http://worldatlas.com/webimage/countrys/sa.htmWorld Atlas
https://www.cia.gov/library/publications/the-world-factbook/index.html
CIA World FactBook
http://plasma.nationalgeographic.com/mapmachine/countryprofiles.html
National Geographic
http://lcweb2.loc.gov/frd/cs/cshome.html
Library of Congress: Country Studies
http://www.countryreports.org/
Country Reports
http://cyberschoolbus.un.org/infonation/index.asp
United Nations CyberSchoolBus
http://www.geographia.com/
Geographia
http://www.worldbookonline.com
World Book Online
http://schools.clipart.com
Clipart
http://images.google.com/
Country Images
http://classblogmeister.com/blog.php?blogger_id=165983
Country Blog Website
Begin with the End in Mind:
In this unit, students will learn about a foreign country as a “World Travel Agent” and will create a persuasive presentation in order to sign up potential travelers. Students will conduct research on their country choosing any three of the following topics: the land, people, economy, government, cultural life, history, and other fun facts. As they are gathering their research they will keep digital notes about the important information they find. Student will also converse, via blogs, with other travel agents about that country to share and gather even more information. Next, students will create an expense sheet defining the travel costs for a three to five day trip to that country, which would include transportation to and within the country, food, lodging and attractions/entertainment. Finally, students will create a written report and PowerPoint presentation to draw in potential travelers to their country. At the end they will celebrate with a "World Travel Fair," presenting all of their materials and artifacts to students, parents and teachers to entice them to travel to their country.
This unit is designed to enhance student’s learning in reading, math, and social studies through the use of technology. Throughout this project students will complete work in Microsoft Word, Excel, PowerPoint, the Internet, and Internet Blogging.
Waukee Standards
Reading & Language Arts
Craft the Driving Question:
Does travel really broaden the mind?Plan the Assessment:
Plan the AssessmentTravel Agent Checklist
As students begin working on this lengthy project, they will be given a Travel Agent Checklist. This checklist will be their guide as they move through the project. It will inform them on proper source citation (what elements are necessary and from what sources), due dates for the various project activities, and provide a place for them to mark off as they complete work in each area.
During the students find and record resources portion of the project the teacher will be collecting the students country information and fact sheets after each class period to check their progress and provide feedback on their information and progress for the project.
Teacher Observation
At the beginning of the project, the students will be observed by the teacher as they find and record their resources and work on their digital notes. The teacher will be observing to ensure the students are using proper source citation and paraphrasing practices. The teacher will also be observing the groups and how well they work together to find and record their information. The teacher (within the building and the teacher in charge of the blog) will also be observing the groups’ blog entries to make sure they are credible, respectful, and informative.
Excel Travel Plan, Word Poster, and PowerPoint Checklist/Assessment
When the students start each of these three parts of the project they will be given a checklist that will guide them through the requirements needed for each of these parts. With the aide of this checklist students will have a detailed listing of their required elements and they will be able to check each item off on the checklist as they complete that piece. When students turn the checklist in at the end of the period the teacher will be able to check their progress (assessment) and provide feedback. Some items will be required for a grade while others will be highly suggested items needed to make the project look more complete.
Additionally, during the peer edit portion of this project piece, the peer reviewer will also use this checklist as a guide to assessing their peer’s work.
Self and Peer Evaluation
Students will be given time at middle of the project to evaluate themselves and their partner based on their work ethics throughout the project. They will be assessed on 5 different qualities related to their team work to better help them and us see how everything is going at the start and middle of the project. As teachers we want to make sure these groups are working well together, because if they are not then something needs to be adapted to and altered to help them finish the project on a positive note.
Country Final Assessment Rubric
At the end of the project the student groups will be assessed using a summative rubric pertaining to a plethora of activities that they will have completed throughout the project. They will be assessed on: PBS classroom expectations and work ethic, notes and information gathered, the PowerPoint slideshow, Word poster, their presentation and artifacts, and group teamwork.
Students will given time to reflect over their progress by themselves, with their partner and throughout the project. This will allow them and us to better understand how the process of the project went and to see what areas we need to improve to help keep kids excited for next years class wanting to work on the project.
Step 2: State the criteria for exemplary performance for each product:
Product: Teacher Observation
Criteria:
Team collaborates
Team equally shares work
Team respects each other
Team works responsibly
Team stays on task
Stays positive each day
Blog posts are informative
Blog posts contain credible information
Blog posts are written respectfully
Product: Excel Travel Plan Checklist/Assessment
Criteria:
My travel plan is for a minimum of 3 days in my country and no more than 5 days. (1 point)
I have included the following information in my travel plan for each day (12 points total):
I have included how I plan to get to my country and back home (airfare). (1 point)
I have included where I plan to stay and how much it will cost each day (lodging). (3 points)
I have included at least one restaurant where I would like to eat and approximate cost to eat there (if possible) for each day. (3 points)
I have included which attraction/entertainment/activity I would like to do each day and the cost. (3 points)
I have budgeted for unexpected expenses, such as bus fare, taxi, breakfast and lunch prices, and souvenirs. (2 points)
I have printed the itinerary for my airfare to and from my country. (1 point)
I have included the URLs or website addresses with where I found my information for my travel plan (1 point).
I have set up formulas to total each day’s expenses for my travel plan. (1 point)
I have a set up a formula to total the entire trip’s expenses. (1 point)
I have set up formulas to total the different categories where my money was dispersed
(transportation, lodging, food, activity, and unexpected expenses). (1 point)
I have made a pie chart and a bar graph showing how my money was dispersed through the different categories for the whole trip (transportation, lodging, food, activity and unexpected expenses (2 points).
Product: PowerPoint Group Checklist/Assessement (All)
Criteria:
The words on the slides are easy to read and incorporate 2 different fonts and 2 different colors. 2 point
The background does not compete with the text or graphics. 1 point
The slides flow together when you move from one slide to the next. The transitions do not distract or bore the user. 1 point
Spell Check was used to check for spelling and grammar errors. 1 point
I used at least 5 art or animations from the Internet & from PPT clip art. 2 points
I used media in accordance with copyright. 2 points
I made a storyboard to organize my ideas included in the PPT in a logical order. 1 point
I included at least 5 slides to support my 1 main topic (my country) and 3 subtopics (Land, People, Cultural Life, History, Government, Economy). 6 points
I included a meaningful title slide with authors and 1 picture. 1 point
I included a Bibliography or Resources Used slide. 1 point
I have put the information in my own words. 2 points
I used feedback from peers to refine my topic, subtopics, and details. 1 point
I used at least one electronic resource (Internet). 1 point
I used at least one print resource (textbooks, books, magazines, newspapers). 1 point
I used at least one reference material (dictionary, thesaurus, encyclopedia). 1 point
I cited my resources, following copyright. 1 point
Product: Word Poster Checklist/Assessment (Brandon)
Criteria:
Text areas and graphic areas are balanced (2 points).
The words on the slides are easy to read (1 point).
The words on the slides are spelled correctly (1 point).
The graphics on the slides are easy to see (1 point).
The colors and patterns on my slides look good together (1 point).
I used at least 3 art or clip art from the Internet & from Word (2 points).
The media I chose is related to the content of the presentation (1 point).
Media is balanced appropriately with text (1 point).
I used feedback from others to refine my topic, subtopic, & details (1 point).
Ideas are written in my own words (2 points).
My details give the reader important information (1 point).
I used a lot of descriptive words (adjectives and adverbs) (1 point).
The poster enhances my PowerPoint information and presentation (1 point).
Product: Country Final Assessment Rubric (Julie/Carrie)
Map the Project:
Map the ProjectPre-teaching skills include locating credible Internet sites, World Book/World Book online/library researching materials, blogging, and digital note taking.
- Day 1
Launch project, materials and artifacts –show examples of everything- Day 2
Allow student groups to select countries –introduce blog and its responsibilities- Day 3
Students will research in the library, start digital notes, and blog their information at the end of class- Day 4
Students will keep researching using books, Internet resources, digital notes, and blogging- Day 5
Students will keep researching using books, Internet resources, digital notes, and blogging- Day 6
Last day to research, put notes in Word, and blog – students may start Excel Spreadsheet if they are finished- Day 7
Start Excel spreadsheet- Day 8
Spreadsheet work- Day 9
Spreadsheet work- Day 10
Spreadsheet work – students may start PPT storyboard if finished- Day 11
Everyone start PPT Storyboard-(Homework)- Day 12
Storyboard approved –Quick re-teaching of PPT and allow students to start PPT creations- Day 13
Keep working on PPT portion of project with inserting information and facts- Day 14
Keep working on PPT portion of project with inserting information, facts, and clipart- Day 15
Keep working on PPT portion of project –if finished may start Microsoft Word Poster- Day 16
Finish PPT portion of project –Everyone working on Microsoft Word Poster- Day 17
Keep working on Microsoft Word Poster- Day 18
Finish Microsoft Word Poster- Days 19 & 20
Final Presentations with all artifactsManage the Process:
The students will be working in groups that are created based off of two factors: social needs and learning needs. Social students were paired with nonsocial students so they would be able to help each other and really help the nonsocial students to vocalize more. Low-level technology students were paired with high-level technology students so again they would be able to help each other and force the low-level students to take leadership. The high-level students are also high in other subject areas so this will allow the special-needs, ESL and diverse learning students to be assisted first by their partners. The teacher is their next source of assistance, which is greatly enhanced since students are working in groups instead of individually, so the teacher is able to focus more time with more students that need assistance.
With this project the students are provided with an abundance of resources to research, which includes books and websites so this allows those ESL, special-needs, and diverse learning students to filter through the resources and find ones that suit their needs. This also allows them to take those materials to their appropriate teachers who can further help assist in their learning for the project outside of computer class time. Differentiating instruction in this capacity will allow these ESL, special-needs, and diverse learning students to stay at pace with other students completing the project.
When the students are finished with researching and are starting the PowerPoint part of the project both teacher-centered instruction and student-centered instruction will be provided to allow ESL, special-needs and diverse learning students to better adapt their needs. With teacher-centered instruction the students will learn how different parts of PowerPoint work from their teacher showcasing the information. With student-centered instruction the students will be provided with interactive videos that allow them to use audio and visual learning to see what extra items might better assist in their PowerPoint presentation. The students will then have time to explore PowerPoint on their own, learning extra items that might better assist in their PowerPoint presentation that they did not learn from their teacher or from the videos. Audio learning is provided, visual learning is provided and hands-on learning is provided. Using teacher-centered instruction and student-centered instruction allows all students with diverse learning styles to better understand PowerPoint.
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